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Zderzenie kulturowe w przedszkolu polonijnym na przykładzie Polskiej Szkoły Sobotniej im. Fryderyka Chopina w Croydon

100%
Gapińska A.
Zeszyty Naukowe PUNO
|
2023
|
vol. 1
59-71
EN
Participation in the process of teaching Polish as a foreign language requires teachers to constantly enrich their methodological knowledge in order to connect two culturally diverse circles and include them in one didactic process. Students from the Polish diaspora generation are characterized by heterogeneity in terms of competence in the inherited language and the use of language codes limited only to certain spheres of life. Multimodality in glottodidactics combine linguistic and cultural content, thanks to which they can activate both the linguistic and cultural competences of the student. The article presents the understanding of cultural clash as a cultural distance seen through the prism of various levels. Multimodality is presented as a bridging tool, a way to mitigate the effect of this collision.
2
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Edukacja prowspólnotowa - inicjatywy polskich szkół sobotnich w Wielkiej Brytanii na rzecz uchodźców z Ukrainy

100%
Ogorzałek J., Karita K.
Zeszyty Naukowe PUNO
|
2022
|
issue 1
189-201
EN
The first Polish Saturday Schools (PSS) in the UK were established in the 1950s. Their didactic and educational aims included the continuation of mother-tongue education for Polish children in exile and the promotion of culture and national heritage among children already born in the UK. Currently, Polish Saturday Schools fulfil the role of ambassadors of Polishness and play an important socio-cultural and identity role. PSS are perceived as a common good and an integral part of the local community of the country of residence, which creates space for a dialogical relationship between pupils, their parents, and teachers, also in the context of global crises. Drawing on a pilot study involving netnography, an attempt will be made to answer the question of what activities are undertaken by PSS members in the UK to support the war refugees from Ukraine and whether these initiatives serve a pro-community education function.
3
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Nauczanie on-line w czasie pandemii w polskiej szkole sobotniej im. Fryderyka Chopina w Croydon (Wielka Brytania) - perspektywa nauczycieli. Raport z badań

100%
Gapińska A.
Zeszyty Naukowe PUNO
|
2021
|
issue 9
183-196
EN
The COVID-19 pandemic was a trigger for the educational reform into on-line teaching for preschools, schools, and universities. All educational institutions were faced with this new and unprecedented situation. The change has been defined by technology and thus the education as we know it – face to face and inside a classroom – was transformed into an on-line and distance learning. Access to technology, internet platforms or on-line materials as well as teachers’, parents’ and students’ technological competence made the change challenging. Polish Saturday Schools are unique and autonomous institutions where learning, even under optimal circumstances, is demanding. Hence, an insight into the teachers’ perspective on the on-line delivery seemed valuable and important to research.
4
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OPIS STANU JĘZYKA POLSKIEGO W WIELKIEJ BRYTANII OD MOMENTU WEJŚCIA POLSKI DO UNII EUROPEJSKIEJ (2004–2016)

88%
Nowosielska E.
Zeszyty Naukowe PUNO
|
2016
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issue 4
73-95
EN
The Polish language is ocially the most commonly used language in the UK, a¤er Eng lish. What are the principal reasons behind this phenomenon and should it be seen asa new kind of crisis in the UK, or rather as an opportunity? Do young Polish children born in the UK really belong to the Third Culture Child generation? the main objective of the article is an analysis of the state of the Polish language in the UK since 2004, i.e. from the Polish entry into the European Union until today. I intend to use both well-established and newly introduced language strategies to look into the discourse of British language politics. Can the teaching of the Polish language be seen in terms of a political debate, especially in light of recently undertaken decisions regarding the teaching of languages? How do we understand conicting signals, such as the recent attempt to discontinue Polish A-Level examinations despite the increased presence and popularity of Polish language in primary and secondary schools? Also, how does this translate into the creation and development of Polish Studies at British universities in the UK? What is the image of today’s young Polish migration – woven into a dynamic social, political and cultural landscape – in the context of language education? How can the opportunity of the existence of cultural mediators in the Europe of the future be e{ectively used?
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